Date

12-5-2022

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard S. Jensen, Jr.

Keywords

social-emotional competencies, social-emotional learning, Leader in Me, interventions, academic performance

Disciplines

Education

Abstract

The purpose of the correlational research study was to evaluate the relationship between Social-Emotional Learning (SEL) interventions and academic performance. The significance of the research study is that it addressed the literature gap in determining if social-emotional competencies are associated with academic performance. The research study included 62 third-grade students in an elementary school in an urban school district in the Southeastern region of the United States. The predictor variables, which are self-awareness, social awareness, self-management, responsible decision-making, and relationship skills, were measured using the Social Skills Improvement System- Social Emotional Learning Rating Form (SSIS-SEL RF). The criterion variable, academic performance, was measured using the Renaissance STAR reading and math assessments. The Renaissance STAR assessments were administered by the teachers at the end of the participants’ third-grade school year, and the SSIS-SEL-RF was administered by the teachers at the beginning of the participants’ fourth-grade school year. The STAR data was collected from the principal. The study measured the students’ reading and math proficiency and social-emotional competence as outlined by the Collaborative, Academics, Social, and Emotional Learning (CASEL) to determine if there’s a relationship between the variables using multiple regression analysis using SPSS Statistics. The results of the study suggested that there is no statistical relationship between social-emotional competence and the academic performance of third-grade students in an urban public school setting.

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